TECHNOLOGICAL PEDAGOGY CONTENT KNOWLEDGE: IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING AND LEARNING IN NIGERIAN SECONDARY SCHOOLS

Abstract

Technological Pedagogy Content Knowledge (TPACK) is a theoretical framework that emphasizes the intersection of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) in educational contexts. The integration of technology in ELT holds immense potential for enhancing language learning experiences and preparing students for the digital age. However, there are challenges to effectively integrating technology in Nigerian secondary schools. Addressing these challenges requires a comprehensive approach. The study, therefore, adopts a qualitative research design. The study revealed that technology has offered new and engaging ways to present and practice language skills. The interviewees identified the lack of adequate resources, limited access to technology and internet connectivity, and insufficient training and support for teachers as the primary obstacles to the implementation of TPACK. Also, that there exist multiple opportunities to enhance the development of Technological Pedagogy Content Knowledge (TPACK) among English language teachers in Nigeria. They, therefore, recommended an increased investment in technological infrastructure, ensuring schools have reliable internet connectivity , access to up-to-date devices, constant up to date on-the-job-training and collaboration among the teachers and partnerships between educational stakeholders, including schools, educational institutions, NGOs, and government bodies. By leveraging the potential of TPACK in ELT, Nigerian secondary schools can create engaging and interactive learning environments that promote language proficiency and equip students with the necessary digital skills for the future. The implications of TPACK in ELT extend beyond the classroom, influencing educational policies and practices to foster a technologically-enabled learning ecosystem in Nigerian secondary schools.